5 minute read
Communication
1a. Understanding, responding to, and learning from conversations with others. 1b. Responding appropriately to simple statements, directions, questions, and stories. 1c. Comprehending increasingly complex and varied vocabulary. 2a. Using increasingly complex and varied vocalizations and vocabulary to express ideas and needs. 2b. Communicating in order to seek help, get information, or clarify something that is not understood. 2c. Understanding, following, and using appropriate social and conversational rules. 2d. Persisting with conversations through multiple exchanges. 2e. Varying the amount of information provided to meet the demands of the situation. 2f. Expressing themselves in increasingly long, detailed, and sophisticated ways.
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Anna is an Early Childhood Special Educator who works with young children ages birth to three- years-old who are receiving early intervention services as part of an Individualized Family Service Plan (IFSP). Anna links her work to standards as she supports children and families in their homes. She uses benchmarks to guide possible next steps in children’s development. On a recent home visit, Anna explored puzzles with twoyear-old Kairi and her father, Benito. Anna and Kairi’s parents have been working on a goal to help Kairi communicate more using signs and sounds. Kairi’s family taught Anna a special sign they use for “want” and Anna shared the sign for “more.” They encourage both signs as they played together with Kairi. During a home visit Anna, Benito, and Kairi explored a puzzle together. Kairi began by completing the puzzle on her own. Then Anna helped Benito join in the play, encouraging him to remove puzzle pieces and put them back in alongside Kairi. After several times completing the puzzle, Anna and Benito encouraged Kairi to request a puzzle piece using one of her familiar signs. Anna removed all of the pieces and guided Benito to give Kairi a piece one at a time when she signed “more” or “want.” She celebrated with Benito as Kairi communicated her requests and completed the puzzle. Anna was thrilled to learn from Benito that Kairi is imitating words more frequently, and her family has noticed that her frustration has decreased. Anna used her observation of Kairi and Benito’s play and her conversation with Benito to plan her visit the following week.
Equity Connection: Trauma Informed Practice
As Anna supported Benito in his interaction with Kairi and the puzzle, she was helping them both build a responsive relationship, the most important trauma sensitive strategy. As Benito responded to Kairi’s requests for additional puzzle pieces, he was mirroring the behaviors he wanted to encourage in his child. Kairi and her father were both able to practice self regulation and communication skills in a safe environment with the support of another caring and responsive adult, Anna. Anna used these Trauma Responsive Strategies to facilitate a successful play experience for Benito and Kairi that built upon their strengths and encouraged growth for them both.
Sarah uses standards to help support her three-year-old daughter Piper’s development. Recently, while at the park, Piper was climbing on a spider web climber. She imagined she was on a rocket ship and told her mom all about it. “My rocket ship is fash-ee-ating,” she said. Then she paused and re-stated, “I mean my rocket ship is fascinating because it can fly upside down!” Remembering the standards for communication, Sarah saw the moment as a learning opportunity, not just a cute story to tell the family. As they moved to other games at the park, Sarah used the word fascinating again and again and shared other synonyms for the word. She noticed that Piper said and used the word correctly throughout the day and for the next couple of days. She continued to support Piper’s
Examples of Proficiency Standard 1C
Emergence
Acquisition
Comprehending increasingly complex and varied vocabulary.
Looks at an object when an adult names it or asks about it (i.e.,“Where is the ball?”).
Responds to questions and conversations about a variety of objects or people.
Generalization Continually adds new vocabulary words in conversations.
Fluency
Reads, talks about, or writes new vocabulary words found in books or stories.
Equity Connection: Universal Design for Learning
Sarah followed her daughter’s lead as she tried out using a new word. She then found many different opportunities to help Piper hear the word used correctly during activities she chose at the park. She also found examples of the word in books they read together. Each of these many ways of engaging Piper are an example of Universal Design for Learning (UDL Principle 2 - Provide multiple means of representation).
Evidence of Quality: Reciprocal Relationships and Interactions
“Reciprocal relationships are two-way. Each person is equally respected and valued. The relationship is balanced so that both people feel seen and heard” (Wyoming's Coherent Path to Quality, p. 12).
How are Anna, Benito, and Kiari’s, or Sarah and Piper’s interactions reciprocal?
In what ways are you hearing family voices?
Teacher Tip: Supporting Dual Language Learners
When supporting dual language learners, keep these practices in mind (Educational Development Center— Promising Practices). First, encourage children to use their home language in the classroom. Obtain bilingual books, label classroom items in the home language, and invite family members or community members who speak the language into the classroom. Second, support children’s home culture. Celebrate the unique cultures of the children in your class, and include them as you plan for learning. Third, use teaching strategies that promote language development. Make connections between stories and activities and children’s own experiences; ask open-ended questions; use new words multiple times in meaningful ways; provide visual images, gestures and movements to communicate; include authentic props and real items for children to explore; and embrace hands-on and play-based learning. Be willing to adjust your teaching to help dual language learners succeed.
Try it!
Strategies to support dual language learners are good for all young children. Select one of the suggestions above and try it out in the classroom—even if you aren’t currently teaching a dual language learner. Note how this strategy supports children’s language development. Select another strategy and add it to your repertoire. You can increase your confidence supporting language development one simple strategy at a time.
